Accommodating Students with Learning Problems in General Education Classrooms Accommodations Involving Materials
nUse of audio recording: The audio recording often is an excellent aid in overcoming reading problems.
nClarify or simplify written directions: Some directions written in paragraph form and contain many units of information, which can become confusing.
nPresent small amount of work: The teacher can tear pages form workbooks and materials to present small assignments to students who are anxious about the amount of work to be done.
nBlock out extraneous stimuli: If a student becomes distracted with the amount of content on the page, block out portions at a time.
nHighlight essential information: If a student can read a regular textbook but has difficulty finding the essential information, the teacher can mark the information with a highlighter.
nLocate place in consumable material: The student can make diagonal cuts across the lower right-hand corner of the pages as they complete them.
nProvide additional practice activities: Some materials do not provide enough practice activities for students with learning problems to reach mastery levels.
nProvide glossary in content areas: At the secondary level, the specific language of the content areas requires careful reading.
Develop reading guides: A reading guide provides the students with a road map to what is written and features periodic questions to help him or her focus on relevant content.
Accommodations Involving Interactive Instruction
nUse explicit teaching procedures: many commercial materials do not cue teachers to use explicit teaching procedures.
nRepeat directions: Students who have difficulty following directions, often need them repeated and explained more than one time.
nMaintain daily routines: Many students with learning problems strive on daily routines.
nProvide copy of lecture notes: The teacher can give a copy of lecture notes to students who struggle take notes during presentations.
nProvide students with a graphic organizer: An outline, chart, or blank web can be given to students during a lesson.
nUse step-by-step instruction: New or difficult information can be presented in small sequential steps.
nCombine verbal and visual information: verbal information can be provided in visual aids.
nWrite key points or words on the chalkboard: prior to a presentation, the teacher can write new vocab words and key points so students know what is important and coming up.
nUse balanced presentations and activities: An effort should be made to balance visual aids with oral lessons.
nUse mnemonic instruction: used to help students remember key information or a learning strategy.
nIn a review of the literature, Wolgemuth, Cobb, and Alwell (2008) strongly support the use of mnemonic strategies for students with disabilities across settings.
Emphasize daily review: help students connect new learning with prior knowledge.
Accommodations Involving Student Performance
nChange response mode: for students with fine motor issues, underlining, selecting multiple choices, sorting, or marking are better response modes.
nProvide an outline of the lecture: An outline enables some students to follow the lesson successfully and make appropriate notes.
nEncourage use of graphic organizers: Involves organizing material into a visual aid.
nPlace students close to the teacher: students will still sit with everyone else, they will just be positioned closer to teacher.
nEncourage use of assignment books or calendars: students can use calendars to record assignment due dates.
nReduce copying activities: student copying activities can be minimized by including information in handout activities.
nHave students turn lined paper vertically for math: lined paper can be turned vertically to help students keep numbers in place.
nUse cues to denote important items: asterisks of bullets can denote questions or activities that count heavily on evaluation.
nDesign hierarchical worksheets: the teacher can design worksheets with problems from easiest to hardest.
nAllow use of instructional aids: students can often learn and understand material better if they see it visually on a chart or diagram.
nDisplay work samples: for students who are visual learners, this allows them to see and understand what they are supposed to be completing.
nUse peer-mediated learning: the teacher can pair peers of different ability levels to review their notes, study for a test, or read aloud together.
nEncourage note sharing: A student can use a carbon paper or notebook computer to takes notes and then share them with absentees and students with learning problems.
nUse flexible work times: students who work slowly should be given additional time to work on material.
nProvide additional practice: students require different amounts of practice to master skills or content.
Use assignment substitutions or adjustments: students can be allowed to complete projects instead of oral reports and vice versa.
*editing the document was not allowed without a password. I could not recreate that document like I tried with the others. In order to modify this assignment for a student, I would lower the number of questions that the student had to do. I would also put the map on a separate document than the questions, since it appeared like a lot of work with both on the same page.
SLANT mnemonic device:
S: Sit up Straight
L: Lean forward in your desk
A: Act interested
N: Nod occasionally to signal understanding
T: Track the teacher with your eyes
Accommodating Students with Learning Problems in General Education Classrooms Accommodations Involving MaterialsnUse of audio recording: The audio recording often is an excellent aid in overcoming reading problems.
nClarify or simplify written directions: Some directions written in paragraph form and contain many units of information, which can become confusing.
nPresent small amount of work: The teacher can tear pages form workbooks and materials to present small assignments to students who are anxious about the amount of work to be done.
nBlock out extraneous stimuli: If a student becomes distracted with the amount of content on the page, block out portions at a time.
nHighlight essential information: If a student can read a regular textbook but has difficulty finding the essential information, the teacher can mark the information with a highlighter.
nLocate place in consumable material: The student can make diagonal cuts across the lower right-hand corner of the pages as they complete them.
nProvide additional practice activities: Some materials do not provide enough practice activities for students with learning problems to reach mastery levels.
nProvide glossary in content areas: At the secondary level, the specific language of the content areas requires careful reading.
Develop reading guides: A reading guide provides the students with a road map to what is written and features periodic questions to help him or her focus on relevant content.Accommodations Involving Interactive Instruction
nUse explicit teaching procedures: many commercial materials do not cue teachers to use explicit teaching procedures.
nRepeat directions: Students who have difficulty following directions, often need them repeated and explained more than one time.
nMaintain daily routines: Many students with learning problems strive on daily routines.
nProvide copy of lecture notes: The teacher can give a copy of lecture notes to students who struggle take notes during presentations.
nProvide students with a graphic organizer: An outline, chart, or blank web can be given to students during a lesson.
nUse step-by-step instruction: New or difficult information can be presented in small sequential steps.
nCombine verbal and visual information: verbal information can be provided in visual aids.
nWrite key points or words on the chalkboard: prior to a presentation, the teacher can write new vocab words and key points so students know what is important and coming up.
nUse balanced presentations and activities: An effort should be made to balance visual aids with oral lessons.
nUse mnemonic instruction: used to help students remember key information or a learning strategy.
nIn a review of the literature, Wolgemuth, Cobb, and Alwell (2008) strongly support the use of mnemonic strategies for students with disabilities across settings.
Emphasize daily review: help students connect new learning with prior knowledge.
Accommodations Involving Student Performance
nChange response mode: for students with fine motor issues, underlining, selecting multiple choices, sorting, or marking are better response modes.
nProvide an outline of the lecture: An outline enables some students to follow the lesson successfully and make appropriate notes.
nEncourage use of graphic organizers: Involves organizing material into a visual aid.
nPlace students close to the teacher: students will still sit with everyone else, they will just be positioned closer to teacher.
nEncourage use of assignment books or calendars: students can use calendars to record assignment due dates.
nReduce copying activities: student copying activities can be minimized by including information in handout activities.
nHave students turn lined paper vertically for math: lined paper can be turned vertically to help students keep numbers in place.
nUse cues to denote important items: asterisks of bullets can denote questions or activities that count heavily on evaluation.
nDesign hierarchical worksheets: the teacher can design worksheets with problems from easiest to hardest.
nAllow use of instructional aids: students can often learn and understand material better if they see it visually on a chart or diagram.
nDisplay work samples: for students who are visual learners, this allows them to see and understand what they are supposed to be completing.
nUse peer-mediated learning: the teacher can pair peers of different ability levels to review their notes, study for a test, or read aloud together.
nEncourage note sharing: A student can use a carbon paper or notebook computer to takes notes and then share them with absentees and students with learning problems.
nUse flexible work times: students who work slowly should be given additional time to work on material.
nProvide additional practice: students require different amounts of practice to master skills or content.
Use assignment substitutions or adjustments: students can be allowed to complete projects instead of oral reports and vice versa.Worksheet Alterations:
*editing the document was not allowed without a password. I could not recreate that document like I tried with the others. In order to modify this assignment for a student, I would lower the number of questions that the student had to do. I would also put the map on a separate document than the questions, since it appeared like a lot of work with both on the same page.